The Retention of Black and Latinx Teachers in an Urban School Context

teacher retention;teacher self-efficacy;classroom support;classroom management;Education

Moore, KristenMayes, Eric ;

Johns Hopkins University

关键词: teacher retention;    teacher self-efficacy;    classroom support;    classroom management;    Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/60122/MOORE-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Students of color represent 50.1% of students enrolled in United States public schools, and it is projected that the number of Black and Latinx students will increase over the following 20 years, which will mostly be driven by the increase of Latinx immigrants. Black and Latinx teachers, however, make up only 12% of the teacher population in the United States public school system. Black and Latinx students have more advocates, role models, and opportunities to excel academically when they have teachers who reflect their cultural background and experiences. Black and Latinx teachers can provide a more tacit culturally relevant pedagogy to their students compared to White teachers. In addition, they are four times more likely to leave the field of teaching compared to their White counterparts. In this study, the student investigator examined how supporting eight Black and Latinx first-year teachers in District of Columbia Public Schools with classroom management and self-efficacy support over a 4-month period, can increase Black and Latinx teacher retention. A Likert scale was the tool used to measure the teacher’s opinions of staying in the field of teaching for more than 3 years, before and after the intervention period, as well as qualitative narrative data collected from the discussions with the participating teachers.